Preservice Teachers’ Response to Bullying Vignettes: The Effect of Bullying Type and Gender
Jamie Haig Marr Costley,
Han Sueng-Lock,
Lee Ji-Eun
Issue:
Volume 1, Issue 6, December 2013
Pages:
45-52
Received:
23 October 2013
Published:
10 December 2013
DOI:
10.11648/j.ijsedu.20130106.11
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Abstract: This study compares the responses to bullying incidents of 101 forth year preservice teacher trainees in an education college in central South Korea. The subjects were asked to respond to 6 vignettes that varied in the types of bullying, relational, verbal or physical and in the gender of the students in the vignettes in that they either took place at a girls’ high school or boys’ high school. They were then asked what they would do with the perpetrators and the victims of the bullying. The subjects were much more likely to respond to physical and verbal bullying than relational bullying and when they did respond they took stronger action for both victims and perpetrators of verbal and physical bullying. When comparing the responses across the gender of the high school students the respondents were more likely to respond to cases of male physical bullying if the respondents themselves were male and to female relational bullying if the respondents themselves were female. This research suggests that preservice teachers require more in depth training in how to deal with differing bullying types.
Abstract: This study compares the responses to bullying incidents of 101 forth year preservice teacher trainees in an education college in central South Korea. The subjects were asked to respond to 6 vignettes that varied in the types of bullying, relational, verbal or physical and in the gender of the students in the vignettes in that they either took place...
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eBook: A Pedagogical Device in Teaching and Learning of Biology and Geology – A Case Study with Students of the 11th Grade
Paula Alexandra Ramos Gonçalves,
Jacinta Rosa Moreira
Issue:
Volume 1, Issue 6, December 2013
Pages:
53-63
Received:
30 November 2013
Published:
30 December 2013
DOI:
10.11648/j.ijsedu.20130106.12
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Abstract: This work, framed in a study written to obtain the PhD degree, presents the crossing of the results obtained in a search which involved the conception, construction and evaluation of an eBook, developed with 11th grade students. The eBook appeared in the context of the curricular subunit: “Important geological processes and materials in terrestrial environments – Main sedimentary rock formation steps; The sedimentary rocks, historical archives of the Earth”. The aims of this investigation were to conceptualize, organize, implement and evaluate an eBook built in a teaching perspective oriented to the teaching and learning of Biology and Geology and, simultaneously, to find out at which point a pedagogical tool could be made. To the data gathering, we used the active observation, the students’ questionnaires appliance, worked on SPSS, the production of a classroom diary treated through the analysis of its content and the documental analysis of the eBook content.
Abstract: This work, framed in a study written to obtain the PhD degree, presents the crossing of the results obtained in a search which involved the conception, construction and evaluation of an eBook, developed with 11th grade students. The eBook appeared in the context of the curricular subunit: “Important geological processes and materials in terrestrial...
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